Organizer and Chair: Kyoko Hijirida, University of Hawaii
Discussants: Kyoko Hijirida, University of Hawaii; Carl D. Falsgraf, Oregon State System of Higher Education; Yasu-hiko Tohsaku, University of California, San Diego; Hoshiko Saito-Abbott, California State University, Monterey Bay; Hiroko Kataoka, California State University
This roundtable will discuss a number of areas related to current trends in teacher development. These areas will include internet-based teacher training and professional development networks for language teachers. In addition this roundtable will discuss the establishment of certification programs for Japanese language teachers as well as examining the potential impact of National Standards on professional development. Finally, we will be looking at the recent development of instructional approaches that are more closely geared to student learning strategies, and how to train teachers in the strategies.
This roundtable seeks to address the current trends towards a decline in enrollment and rise in the production of Japanese language teachers. Consequently we would like to find ways to improve the instructional ability of up and coming teachers who will be faced with an increasingly competitive field, at pre- and post-secondary educational levels.
Dr. Falsgraf’s presentation deals with humanizing professional development: from workshops to networks. Professional development efforts in second languages have relied primarily on the training model. The training model assumes that the key to better language teaching is improving the technique with which instruction is delivered. This training is generally delivered through intensive workshops where trainers with superior knowledge or techniques inform those with less technical expertise. Educational research has shown, however, that even workshops which provide trainees with ample practice and feedback have little impact on classroom teaching.
This paper presents an alternative to the training model: professional development networks. According to this view, teachers are viewed as creative professionals, not just technicians trained to carry out particular methodological programs. Professional development networks are based on the notion that teachers are members of communities, such as schools or professional organizations, which can either support or hinder professional development, and is supported by empirical research attesting to its effectiveness. Professional development networks set the agenda for workshops and other activities and are responsible for supporting members in their efforts to apply lessons learned to the classroom. In this way, professional development becomes a way of life, not just an occasional event.
Dr. Saito-Abbot’s presentation will focus on what every teacher should know and what teacher trainers should consider in their professional development programs. The essence of professional development is discussed, based on an analysis of the content of the PDJT professional development program for Japanese teachers in Texas. The PDJT Program (Professional Development for Japanese Teachers) focused on assessing professional needs, providing theoretical foundations and needed skills. Each learning component and the overall program were evaluated for effectiveness in terms of individual teacher’s needs and the licensure requirements of the state.
Dr. Tohsaku’s presentation will look at Internet-based Japanese language teacher training. The Laurasian Institute has been developing an Internet-based Japanese language teacher training program. The main objective of this presentation is to discuss the instructional delivery system of this program, in which in-service teacher trainees will interact with instructional resources, learning coordinators, and other trainees via World Wide Web, e-mail, bulletin board, chat FTP, and other Internet resources. In addition, such issues as the program development process, the program objectives, the course and program structure, the program and course contents, the assessment of trainees’ work, and the credit system will be discussed.
Dr. Hijirida’s presentation is on teaching practicum in Japanese at the University of Hawaii. In most colleges and universities, Japanese language and literature professors’ duties increasingly require them to teach Japanese language courses, aside from their special area of expertise. Students who graduate without teaching experience have a deficiency in their teaching abilities unless they have hand-on opportunities to teach while working as teaching assistants.
In response to the important need of students to gain language teaching experience at the college level, the Department of East Asian Languages and Literatures implemented a new course entitled "Teaching Practicum in Japanese Language." The practicum is conducted in conjunction with a beginning Japanese course.
This presentation discusses and describes the process of teaching skills and curriculum competence development. It will also look at the recent development of instructional approaches that are more closely geared to student learning strategies.
Dr. Kataoka’s presentation is on the National Standards for Foreign Language Studies and Japanese language teacher education. The National Standards in Foreign Language Education Project published "Standards for Foreign Language Learning: Preparing for the 21st Century" in 1996. The subsequently organized Japanese Standards Task Force has been developing its own language-specific standards. Although the teachers’ National Standards for both generic and specific foreign languages are still in the planning stages, the students’ Standards should change teacher training practices considerably for both pre-service and in-service training, so that teachers can teach according to the Standards.
This presentation will discuss the changes that the Japanese language teaching professionals should consider, both in philosophy and content.